Self-regulatory metacognitive strategies in second language teaching and learning

Authors

DOI:

https://doi.org/10.22481/folio.v17i1.19043

Keywords:

Self-regulated learning, Metacognition, Learning strategies, Language teaching, Applied linguistics

Abstract

This review examines the theoretical and methodological contributions of the work Metacognition in language teaching, by Mark Feng Teng, published in 2025 by Cambridge University Press. The book proposes a robust reflection on the presence of self-regulated learning in language teaching, encompassing reading, writing, listening comprehension, and vocabulary acquisition practices. Consequently, the author provides educators with a repertoire of strategies aimed at strengthening student autonomy and the conscious management of cognitive processes in the classroom. Furthermore, the book asserts the importance of continuous pedagogical interventions capable of fostering more solid learning trajectories and consolidating mental mechanisms essential for the effective mastery of a foreign language.

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Author Biography

Fábio Luiz Nunes, Federal Center for Technological Education of Minas Gerais (CEFET-MG)

Brazilian researcher. He holds a Master's degree and is a PhD candidate in Linguistic Studies at the Federal University of Minas Gerais (UFMG). He holds a Specialist Certificate in Didactics, Teaching Practices, and Educational Technologies from the Federal University of the Jequitinhonha and Mucuri Valleys (UFVJM), and in Rhetoric and Discourse Analysis in Advertising and Publicity from the University of Araraquara. He earned his degree in Psychology from the Faculty of Medical Sciences of Minas Gerais. He is a technical-administrative staff member at the Federal Center for Technological Education of Minas Gerais (CEFET-MG). Lattes CV: http://lattes.cnpq.br/3054450943770058. ORCID: https://orcid.org/0000-0003-0784-1921. Email: fabio.nunes.fln@cefetmg.br.

References

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Published

2026-07-31

How to Cite

NUNES, Fábio Luiz. Self-regulatory metacognitive strategies in second language teaching and learning. fólio - revista de letras, [S. l.], v. 17, n. 1, p. 795–801, 2026. DOI: 10.22481/folio.v17i1.19043. Disponível em: https://periodicos2.uesb.br/folio/article/view/19043. Acesso em: 6 aug. 2026.